Tutoring

У статті актуалізується питання про сутність діяльності тьютора. На основі аналізу запитів роботодавців виділено шість ролей тьютора (он-лайн тьютор, вихователь, куратор, персональний тьютор, тьютор інклюзивного навчання, менеджер освітнього процесу), властиві їм обов'язки й вимоги, що висуваються до них. Проаналізувавши останні дослідження й публікації, автор, залежно від функцій, виконуваних тьютором, виділяє такі види тьюторства: наставник, куратор, консультант, керівник освітньої траєкторії, тьютор у міждисциплінарній освіті. Видами тьюторської діяльності, заснованими на сфері її реалізації, у статті визнаються: тьюторство в початковій школі, в основній школі, у старшій школі, у додатковій освіті, у вищій школі, у навчанні дорослих, на регіональному рівні, в інклюзивному навчанні.

ТЬЮТОРСТВО КАК ПРОСТРАНСТВО ДЛЯ ПЕДАГОГИЧЕСКОЙ ДЕЯТЕЛЬНОСТИ

Аннотация. В статье актуализируется вопрос освещения сущности деятельности тьютора. На основе анализа запросов работодателей выделено шесть ролей тьютора (он-лайн тьютор, воспитатель, куратор, персональный тьютор, тьютор инклюзивного обучения, менеджер образовательного процесса) и свойственные им обязанности и требования. Проанализировав последние исследования и публикации, автор в зависимости от функций, выполняемых тьютором, подает следующие виды тьюторства: наставник, куратор, консультант, руководитель образовательной траектории, тьютор в междисциплинарном образовании. Как виды тьюторской деятельности основанные на сфере ее осуществления автором выделены следующие: тьюторство в начальной школе, в основной школе, в старшей школе, в дополнительном образовании, в высшей школе, в обучении взрослых, на региональном уровне, в инклюзивном обучении.

TUTORING AS EXPANSE FOR PEDAGOGICAL ACTIVITIES

The article makes actual the essence of the tutor’s activity. Based on the analysis of employers’ requests six roles of a tutor (online tutor, educator, curator, personal tutor, inclusive learning tutor, manager of educational process in the traditional system) are identified. Also their responsibilities and requirements. After analysis the recent researches and publications, the author according to the functions performed by the tutor, shall submit the following types of tutoring: mentor, curator, consultant, head of the educational trajectory, tutor in interdisciplinary education. As kinds of tutor activity are based on the area of their implementation, the author marks next kinds: tutoring in elementary school, in primary school, in high school, for additional and inclusive education, in high school, in teaching adults, tutoring regionally.

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This chapter focuses on a two-year, college–school partnership in which ELL parents became students who learned English and to tutor their own children. This program was part of a larger project piloting methods of students helping other students learn. It was conducted at three schools in an urban district: one elementary and two intermediate schools. The elementary school had three tutoring programs: reading, ESL and Parent Tutoring. One intermediate school developed a reading tutoring program and the other instituted cooperative learning. Topics addressed include: selecting schools, writing a grant proposal, working with district and school administrators and teachers, professional development, tutor training, and assessment. It gives an overview of the processes involved in planning, implementing, monitoring and evaluating the programs in this project. Results indicate the Parent Tutoring Program was successful both years. Recommendations for successful practices are specified for colleges, schools and funding agencies. They focus on eight themes: finances, administration, accountability, collaboration, communications, pedagogy, professional development, and research/evaluation. Target audiences for this chapter are: college and school teachers, college and school administrators, teacher-education faculty and students, policy makers and personnel at education-supporting non-profit organizations. A full copy of this chapter is available as an attachment at the bottom of the Teaching Strategies page of my Psych of Learning & Teaching Google Site. This chapter focuses on a two-year, college–school partnership in which ELL parents became students who learned English and to tutor their own children. This program was part of a larger project piloting methods of students helping other students learn. It was conducted at three schools in an urban district: one elementary and two intermediate schools. The elementary school had three tutoring programs: reading, ESL and Parent Tutoring. One intermediate school developed a reading tutoring program and the other instituted cooperative learning. Topics addressed include: selecting schools, writing a grant proposal, working with district and school administrators and teachers, professional development, tutor training, and assessment. It gives an overview of the processes involved in planning, implementing, monitoring and evaluating the programs in this project. Results indicate the Parent Tutoring Program was successful both years. Recommendations for successful practices are specified for colleges, schools and funding agencies. They focus on eight themes: finances, administration, accountability, collaboration, communications, pedagogy, professional development, and research/evaluation. Target audiences for this chapter are: college and school teachers, college and school administrators, teacher-education faculty and students, policy makers and personnel at education-supporting non-profit organizations. A full copy of this chapter is available as an attachment at the bottom of the Teaching Strategies page of my Psych of Learning & Teaching Google Site. https://sites.google.com/site/psychoflearningteaching/teaching-strategies

According to the Institute of International Education, international students represent a sizeable portion of the student body within the higher education system of the United States – a total of 886, 052 international students were enrolled in either a public or private institution during the 2013-2014 academic year. However, literature related to tutoring centers built specifically for international students is lacking. As such, it is essential that this specific population be addressed within relevant research. The purpose of this article is to shed light on the current model of an academic support center for international students at the Indiana University of Pennsylvania.

Resumo O presente artigo tem como objetivo apresentar os primeiros passos da implantação do E-Desafio na PUCRS VIRTUAL (unidade de Educação a Distância da PUCRS). O E-Desafio é, um jogo interativo criado para a gestão de conhecimento na capacitação de tutores. Relatamos a experiência da formação de uma equipe multidisciplinar para a elaboração, o desenvolvimento e a implantação do jogo, bem como, dos aportes teóricos e metodológicos. É o resultado da iniciativa de unir a formação de pessoas com a tecnologia, inseridos na cultura da função do tutor em Educação a Distância. Palavras-Chave: Educação a Distância; Educação Continuada; tutoria. Abstract This article aims to present the first step of the E-Chalenger implementation, at PUCRS Virtual/RS, Brazil (Distance Education Center – PUCRS Virtual). The E-Chalenger is an interactive game created for the e-moderating of knowledge in management qualification. We have reported the experience of forming a team comprised by professionals from various subjects for the elaboration, development and introduction of the game as well as' its theoretical and methodological bases. It is a result of an iniciative to unify the training of e-moderators and technology, all of them included in the e-moderator culture of Distance Education.

This article presents an experimental study demonstrating how 120 learners use help tools in a virtual learning set-up. More specifically, several types of tutoring are investigated to find out the extent of the use of help tools in each. The effects of two independent variables which may have an impact on the behaviour of learners are studied: (1) whether or not they have access to a human tutor (HT) and (2) the tutor’s means of intervention (reactive or proactive). One of the goals of the study is to determine whether these modes of tutoring can influence positively or negatively distance learners’ use of lexical, conceptual, metacognitive and navigational help tools. The results of analysis of variance show that it is useless to prompt (effect of proactivity) learners to use the help that is available to them but that prompting is sometimes more subtle than initially foreseen. It appears that the presence of an HT pushes learners to use help tools, but this effect (of the presence of the HT) is still relatively weak and therefore may not justify the cost of employing a human tutor. It is also important to show the necessary intrinsic quality of the tools made available in order for a given mode of tutoring to have an effect on their use.

In an effort to showcase the value of helping a professional educational setting to transform to a learning organization, a solid instructional initiative must be developed. Tutors’ knowledge and skill base is strengthened through systematic and purposeful training procedures that are designed to enhance tutorial methodology and foster social interaction. The benefits of fostering ongoing peer-interaction among tutorial personnel significantly benefit the stakeholders of an academic assistance program in higher education. The development of learning communities through the incorporation of collaborative as well as self-paced strategies that are appropriate for the traditional face-to-face and the online setting foster a culture of learning agility in an academic support program in an institution of higher education.

La tutoría académica, se VIVIRÁ CON GOZO, por tutor y tutorado, en la medida en que el propósito compartido sea GENUINO, y en que se ubique en un medio institucional  que DE VERDAD propicie que, por encima de los obstàculos, la constatación conjunta del logro de metas puntuales  y la obtención  de pequeños pero significativos triunfos, redundarán en que el egresado, luego de pasar por todo el proceso de tutoría -que lo habrá acompañado a lo largo de su programa educativo- tendrá efectivamente el perfil terminal del egresado.    La tutoría académica se SUFRIRA, tanto por docentes-tutores como por alumnos-tutorados, en la medida en que ésta sea considerada realmente –por los primeros– como una mera formalidad y un precio que hay que pagar porque “viene junto con el puesto”;  y , por los segundos, como un “requisito” (generalmente, del proceso de incripción y reinscripción), que hay que cubrir, para poder obtener el título de profesional asociado, licenciado, maestro ó doctor, lo mas rápidamente, con el menor esfuerzo posible y al costo que sea.

This paper explores the changing nature of higher education
provision and questions whether the existing ‘traditional’
model of personal tutoring remains appropriate to the
contemporary landscape. It details the elements of change
that render obsolete the traditional view of personal tutoring
as institutions move from being campus-based residential
communities of learning to commuter non-residential
communities. The literature base informing retention and
success in the student journey is reviewed and comes to the
conclusion that foundations in epistemological self-belief
are fundamental in under-pinning the relationship between
academic guidance and student. It describes an attempt at
facilitating dialogue between student and academic mentors
around epistemological believes as part of the POISE Project
and concludes that student support mechanisms must be
more closely tailored to the nature of the institution and the
lifestyle of the student.

This study was a result of noticing that classroom teachers, especially in the elementary level often use minimally trained tutors to help striving readers improve on their literacy skills. While desirable, schools are not able to provide striving students with trained teachers for one-to-one literacy instruction. The question then arose as to what could minimally trained tutors do to help those students? Self-reflection, which is widely accepted as an element of quality teaching might be a possible solution.  Case studies of three minimally trained tutors in the America Reads Program in elementary schools were conducted.  This study explores the journeys that each America Reads tutor made when introduced to the Korthagen ALACT model of self-reflection as an intervention.  This study looked at what tutors reflected on, when and how reflection was done, and the lessons each participant learned from their self-reflection. Findings indicate that the tutors’ experiences vary depending on the classroom, their tutoring responsibilities and their personal reflections, and that tutors who self-reflected became more aware about their actions and made better tutoring decisions. Findings have implications on how minimally trained tutors can be better supported in this program and in other similar programs.

Whilst approaches to the development of undergraduate academic writing skills vary between disciplines and institutions, academic tutors are consistently presented as playing an important role. One aspect of this role is supporting students to engage effectively with feedback in order to develop consciousness and competence regarding academic writing. This article reports on the use of a form, which was designed to encourage students to use feedback in a structured and consistent manner and to support subsequent tutor-tutee dialogue. Students and tutors who used the form suggest it encouraged students to reflect on their learning needs and identify priority issues for discussion with the tutor. However, barriers to its effective use remain. In particular, there was resistance amongst students to accessing academic support, due to anxieties that staff would look negatively upon those who seek help. Students expressed concern that tutors would perceive those seeking support as failing...

Abstract. Developing intelligent tutoring systems that respond effectively to trainee or student affect is a key part of education, particularly in domains where learning to regulate one’s emotion is key. Effective affect response relies upon effective affect detection. This paper discusses an upcoming cooperative

According to the Lumina Foundation for Education (Bailey & Alfonso, 2005), the most important issue facing community colleges today is improving the effectiveness of educating students in developmental courses. Many first-time community college students are not prepared for college-level work (CSS, RP Group, 2007; Levin & Calcagno, 2007; Minkler, 2002). Fifty-four percent of entering community college students in the United States have skills that are below college level in either math, reading, or English (Hoachlander, Sikora, & Horn, 2003). Similar to the National Association for Developmental Education's (NADE, nd) definition, developmental education students at the college have been conceived of as students who require assistance with coursework through strategies like tutoring.Students who start their educational careers at a community college at a developmental or basic skills level are less likely to achieve their educational goals (Barnes & Piland, 2010). In addition, co...

Esse artigo apresenta um relato de experiência sobre duas estratégias desenvolvidas pelas tutorias presenciais do Curso de Licenciatura em Pedagogia à distância, da Universidade Estadual de Goiás (UEG), para superar a suspensão dos encontros presenciais em 2020 em razão da pandemia da COVID-19. No polo de Águas Lindas de Goiás (GO), foi desenvolvida a metodologia da Aprendizagem Baseada em Problemas (ABP) com o uso do WhatsApp, e no polo de Catalão-GO foram realizadas duas webconferência com especialista por meio do Google Meet. As atividades tiveram como objetivo introduzir reflexões decoloniais na formação de pedagogos. Por intermédio dessas experiências, os acadêmicos conheceram a perspectiva decolonial e refletiram sobre seus papéis na desconstrução de visões etnocêntricas sobre os povos negros e indígenas. Foi possível verificar que o trabalho colaborativo na tutoria é capaz de gerar resultados positivos e imprevistos, potencializando aprendizagens e formando uma verdadeira com...

In e-Learning systems, tutor plays a very important role to support learners, and guarantee a learning of quality. A successful collaboration between learners and their tutor requires the use of communication tools. Thanks to their flexibility in terms of time, the asynchronous tools as discussion forum are the most used. However this type of tools generates a great mass of messages making tutoring an operation complex to manage, hence the need of a classification tool of messages. We proposed in a first step a semantics classification tool, which is based on the LSA and thesaurus. The possibility that ontology provides to overcome the limitations of the thesaurus encouraged us to use it to control our vocabulary. By the way of our proposed selection algorithm, the OWL ontology is queried to generate new terms which are used to build the LSA matrix. The integration of formal OWL ontology provides a highly relevant semantic classification of messages, and the reuse by other applicati...

Language advising helps a language learner discover different ways of learning and enables him/her to make decisions for better learning. This paper reports on an inquiry conducted with one English language learner who had difficulty with vocabulary acquisition which led to a perceived lack of progress in learning. The main purpose of the research was to observe and interpret the experience of the learner in terms of how different teaching and learning strategies appeared to affect her vocabulary learning. Qualitative research instruments including a semi-structured interview and a diary were used for this study. The results showed an increase in the learner’s control over her vocabulary learning process which was likely facilitated by the incorporation of language advising strategies into individual private tutoring.

This is a research-based handbook for training college tutors across the curriculum. Included are the basics of tutoring; instructional techniques; communication skills, tutoring for effective learning; tutoring for affect; interpersonal dynamics; and planning, monitoring and evaluating tutoring.

In daily life, QR codes are used to share and diffuse information. The effects of their uses are very little evaluated in education’s context. In this paper, we evaluate the effects of prompts of QR codes in a history course book with augmented reality. With an experimental design, our analysis realised in a primary school highlights that learners whose benefit from prompts to research and treat information progress more. The prompts are the most used by the learners with an advanced level. Moreover, prompts can impact to learners’performances during the learning process.

Durante los cursos académicos 2014-2015 y 2015-2016, participé como estudiante mentor en el Programa Tutor-Mentor en el Grado en Historia del Arte de la Universidad de Zaragoza. Esta iniciativa se integra dentro del Plan de Orientación de la Universidad de Zaragoza (POUZ) y, en concreto, dentro del Plan de Orientación Universitaria (POU) de la Facultad de Filosofía y Letras. En el transcurso de ese segundo curso académico (en el que se implementó el binomio tutor-mentor), también formé parte de un proyecto de innovación docente, el PIPOUZ_15_059, coordinado por la Dra. Mónica Vázquez Astorga (coordinadora del POU del Centro). A través de esta comunicación se pretende realizar una valoración de esa experiencia como mentor. Las actuaciones de tutoría y mentoría
constituyen en la actualidad instrumentos fundamentales para la orientación y la integración de los alumnos de primer curso en el sistema universitario. Para ello, a través de este
estudio, se han descrito las principales acciones que llevamos a cabo los alumnos mentores de nuestra titulación: señalando cuál es la formación que reciben los mentores en
Historia del Arte, qué factores influyen en la asistencia de los alumnos de nuevo ingreso a
las sesiones de trabajo, qué aspectos trabajar en las reuniones más importantes y cómo
lograr que estas sean productivas. Finalmente se analizan algunas dificultades que el mentor puede experimentar, proponiendo fórmulas para solventarlas. El objetivo último de
esta comunicación es crear un documento que pueda ser útil a los futuros alumnos mentores del Grado en Historia del Arte.

The predominance of the English language in the process of digitization and improvement of the communication center around the world today is alarming for many people due to the lack of linguistic competence. The language does not discourage the Mongols, Afghans and Turks from coming to India to use the path of the land and the conquest.

There has been much interest recently in researching the changes editors, supervisors, and other language brokers make to the writing of L2 researchers who are attempting to publish in English. However, studies focused on the pre-submission proofreading of students’ university essays are rarer. In this study of student proofreading, 14 UK university proofreaders all proofread the same authentic, low quality master’s essay written by an L2 speaker of English to enable a comparison of interventions. Proofreaders explained their interventions by means of a talk aloud while proofreading and at a post-proofreading interview. Quantitative and qualitative analysis of the data reveals evidence of widely differing practices and beliefs, with the number of interventions ranging from 113 to 472. Some proofreaders intervened at the level of content, making lengthy suggestions to improve the writer’s essay structure and argumentation, while others were reluctant to do more than focus on the language. Disturbingly, some proofreaders introduced errors into the text while leaving the writer’s errors uncorrected. I conclude that the results are cause for deep concern for universities striving to formulate ethical proofreading policies.

El presente trabajo describe brevemente el programa de tutoría y mentoría en la Facultad de Derecho de la Universitat de Girona. Aunque lleva funcionando con relativo éxito desde hace varios años, el problema principal es que no tiene tutores y se apoya casi exclusivamente sobre el papel de los estudiantes como mentores de otros estudiantes. Se analizan las razones por las que se produce esa situación y se formulan algunas propuestas de mejora.

This paper is a part of its author's wider research concerning the issue of the reinforcement of preschoolers' social abilities. Each information exchange process always involves some aspect of teaching. During an interaction, once the meaning of the environment objects has been defined, the coordination of individual's activity lines takes place. Therefore, it is not a mere observation of a performing adult, but above all, an interactive exchange that stimulates child's cognitive development. A modern approach to effective education cannot neglect the significance of the partnership between a teacher and a learning child during an interactive situation. David Wood (1995), an expert on tutoring, points out two cardinal mistakes in adult's teaching strategies:-teaching at the lower border of the zone of development, resulting in the underestimation of child's cognitive development-the creation of " overscaffolding " , which does not allow a child to find its own way of solving a problem and which finds its manifestation in a direct and evident supervision by an adult, who also determines child's role in a given interaction. Such defects in social interactions confirm child's incompetence, thus discouraging an adult who, in spite of a great effort and hard work invested in his/her teaching, does not achieve any educational success. Peer teaching seems to avoid such traps and dangers, as there exists a common point of developmental reference, which enables both participants of an interaction to implement similar behavioural schemata in a task solving situation; that is a more competent child adopts the role of a teacher. The extension of a knowledge of teacher's behaviour in a reversed asymmetrical relation, when an adult is taught by a child, has proved very promising and challenging. This asymmetric relation will not focus on finding a solution to a problem but it will concentrate on child's ability and commitment to keep an adult in a child's line of activity. This paper presents the phenomenon of teaching and being taught in the context of an adult's and child's behavior types during a didactic game.

This article describes the creation of a Peer-led Team Learning tutoring initiative in the English department of a French university. It utilises the implementation staircase model of group steps to provide greater understanding of the progression of the initiative from policy to tutoring sessions down and up the staircase. The feedback findings highlight the success of the initiative and the subsequent recommendations will be of use to teachers considering adopting peer tutor programmes on university courses.

This article presents an experimental study demonstrating how 120 learners use help tools in a virtual learning set-up. More specifically, several types of tutoring are investigated to find out the extent of the use of help tools in each. The effects of two independent variables which may have an impact on the behaviour of learners are studied: (1) whether or not they have access to a human tutor (HT) and (2) the tutor’s means of intervention (reactive or proactive). One of the goals of the study is to determine whether these modes of tutoring can influence positively or negatively distance learners’ use of lexical, conceptual, metacognitive and navigational help tools. The results of analysis of variance show that it is useless to prompt (effect of proactivity) learners to use the help that is available to them but that prompting is sometimes more subtle than initially foreseen. It appears that the presence of an HT pushes learners to use help tools, but this effect (of the presence of the HT) is still relatively weak and therefore may not justify the cost of employing a human tutor. It is also important to show the necessary intrinsic quality of the tools made available in order for a given mode of tutoring to have an effect on their use.

In the Algerian higher education context, Master students in foreign languages are required to write a dissertation to get their final degree. However, through observation, the author noticed the students’ difficulty to get engaged in their r Research from the initial step of choosing a topic to the final research outcome of writing the dissertation according to an academic style. During the supervision process, teachers waste a lot of time on the problem of language adjustment and correction instead of monitoring the learners’ research skills, critical thinking abilities and mastery of concepts related to the field of interest. This exploratory study comes to classify the problems both learners and teachers face when working jointly on the final product of the Master. The study took place in the Department of English, Bejaia University. The present research is the result of seven years collaborative work with students preparing their Master dissertations. The author used observation and analysis of students’ works, and focus groups to collect data from students. In addition, online journals with ten university EFL teachers were used. Results confirmed the existence of writing problems students face when preparing their research papers. The final product of the ethnographic research is the suggestion of a Writing Support Centre.

La seguente relazione mira a ricostruire e documentare sperimentalmente le diverse fasi che caratterizzano la realizzazione di una punta bifacciale Remedelliana[3], secondo un processo filologicamente e storicamente coerente. Il materiale impiegato è una lama di selce bionda della Lessinia di medie dimensioni, gli utensili impiegati un percussore tenero in palco di cervo, un ritoccatore in rame con punta biforcuta4, una lima in rame per ravvivare il ritoccatore, una piattaforma in materiale abrasivo5, infine un incudine in legno e cuoio per il ritocco a pressione.